Undocumented Americans Need Equitable Language in Worker Training

Persaud, Eric

doi:10.1089/heq.2022.0006

Cited by 1 publication

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References 3 publications

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“…This is an important lesson for future workforces because the lack of engagement from communities on transportation project planning and decision making can introduce biased and inequitable outcomes. Community-based organizations (CBOs) can bring in the voice of vulnerable and underrepresented neighborhood residents in the traditional planning process ( 58 ). The future transportation workforce can benefit by connecting with CBOs to learn from the residents’ lived experiences and transportation needs.…”

Section: Discussionmentioning

confidence: 99%

Transportation Curriculum with Culturally Responsive Teaching: Lessons Learned from Pre-Service Teachers and Future Transportation Workforce

Naz

Saha

Hyun

2023

Transportation Research Record: Journal of the Transportation R

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With K-12 students from diverse social and cultural backgrounds in the classroom today, it is crucial to develop a more inclusive and socially diverse curriculum, especially in science, technology, engineering, and mathematics (STEM) topics. Transportation in particular is a topic that can relate to people’s culture and can be a suitable medium to introduce diversity and inclusion in STEM fields. Culturally responsive teaching (CRT) is a technique that can help connect students’ cultures, languages, and life experiences with their learning. Despite the known benefits of CRT, this strategy had not been adequately implemented in transportation education because of the limited awareness and knowledge of educators. This research contributes to the literature by investigating the current state of knowledge, awareness, and resources present in transportation pedagogy and investigates the feasibility of transportation as a suitable topic to incorporate culturally responsive learning strategies through surveys and workshops with pre-service science teachers and the future transportation workforce. Five key elements emerged from the analysis. First, the existing lack of diversity in STEM curriculum started to change to be inclusive. Second, teachers’ awareness and preparation are crucial for creating quality educational materials. Third, curriculum topics that can relate to cultural components in daily living enhance social diversity in transportation education. Therefore, fourth, transportation can be a good curriculum topic and, fifth, barriers including the difficulty of incorporating many cultural components, privacy, and legal issues still exist. The identified gaps and highlighted areas can contribute to the current state of knowledge and practice of CRT in STEM and transportation pedagogy.

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Section: Discussionmentioning

confidence: 99%